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All Journal Nak-Kanak: Journal of Child Research Journal of Research in Environmental and Science Education
El Atmani, Zineb
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Exploring the Development of Reflective Practice Knowledge in Nursing Students El Atmani, Zineb
Journal of Research in Environmental and Science Education Vol. 2 No. 1 (2025): Journal of Research in Environmental and Science Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrese.v2i1.8

Abstract

Reflective practice is a fundamental pillar of contemporary nursing education, crucial for developing competent, autonomous, and reflective practitioners. It empowers nursing students to critically analyze complex healthcare scenarios, make evidence-based decisions within their professional domain, and implement effective interventions both independently and as part of multidisciplinary teams. Reflective practice also bridges the gap between theoretical knowledge and practical application, fostering the critical thinking skills vital to delivering high-quality patient care. This study examines nursing students’ understanding of reflective practice and its integration into the curriculum at the Higher Institute of Nursing Professions and Health Technology (ISPITS) in Al Hoceima. A structured survey was administered to 100 ISPITS students to evaluate their perceptions and knowledge of reflective practice. The findings revealed notable ambiguities in students’ understanding of the concept, highlighting a lack of clarity regarding its objectives and methods. Furthermore, significant gaps were identified in the practical application of reflective practice within the educational framework. These challenges are exacerbated by constraints faced by instructors, such as limited resources, inadequate training in reflective teaching methods, and insufficient institutional support for the effective implementation of reflective practice. Despite these obstacles, instructors have made considerable efforts to diversify teaching methods and tools to foster student reflection, even in the absence of formal training in reflective practice. Their dedication underscores the critical need for targeted interventions. Recommendations include providing specialized training for instructors, integrating structured reflective activities into the curriculum, and cultivating an institutional culture that values and supports reflective practice. These strategies are essential to prepare nursing students to excel in dynamic healthcare environments, ensuring the delivery of safe, effective, and compassionate care.
Teachers’ Roles in Fostering Environmental Awareness in Early Childhood Education: A Qualitative Study Fitriyah, Fitriyah; Imelda Indah Lestari; El Atmani, Zineb
Nak-Kanak: Journal of Child Research Vol. 2 No. 4 (2025)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v2i4.207

Abstract

Background of the study: Escalating ecological challenges caused by unsustainable human activities have intensified the global urgency to cultivate environmental awareness from an early age. Early Childhood Education (ECE) plays a strategic role in shaping pro-environmental values, attitudes, and behaviors. However, empirical studies examining how teachers enact environmental education practices in local early childhood settings, particularly in underrepresented regions of Indonesia, remain limited. Aims and scope of paper: This study aims to explore the role of teachers in fostering environmental awareness among young children by examining their roles as role models and facilitators, identifying instructional strategies employed in daily learning activities, and analyzing supporting and inhibiting factors influencing the development of environmentally responsible character in early childhood education. Methods: A qualitative descriptive approach was employed to gain an in-depth understanding of naturalistic practices in an early childhood education setting in Indonesia. Data were collected through direct classroom observations, in-depth interviews with teachers, the school principal, and parents, as well as documentation analysis. Data analysis was conducted iteratively through data reduction, data display, and conclusion drawing/verification to ensure analytical rigor and credibility. Results: The findings reveal that teachers play a central role as moral exemplars in internalizing environmental values, as evidenced by children’s active participation in routine environmental activities. Instructional strategies included concrete and experiential practices such as watering plants, waste sorting, and the use of visual learning media, which significantly enhanced children’s engagement and sense of environmental responsibility. Supporting factors included structured habituation and adequate school facilities, while challenges were mainly related to inconsistencies in individualized guidance. Contribution: This study contributes to the international early childhood education literature by providing empirical evidence that environmental education is most effective when embedded holistically within school culture and grounded in teacher role-modelling practices. The findings underscore the importance of sustained collaboration between teachers and parents to ensure the continuity and long-term impact of pro-environmental behaviors in early childhood.
Co-Authors Fitriyah Fitriyah Imelda Indah Lestari